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Traumatic Stress, What is Child abuse? The World Health Organization…

- - - - EFFECTS
        
        Being bullied can severely affect a child’s or teen's self-image, social interactions, or school performance, and can lead to mental health problems such as depression, anxiety, and substance use, and even suicidal thoughts and behaviors.
        
        Signs that a child is being bulled may be physical, emotional, behavioral, social, or academic.
        
        Short- and long-term effects of bullying may include:
        
        Stress, anxiety, and depression
        
        Anger or frustration
        
        Loneliness and isolation
        
        Feelings of rejection, or poor self-esteem
        
        Changes in sleep and eating patterns
        
        Health complaints
        
        Poor relational skills
        
        School avoidance, including missing or dropping out of school
        
        Poor academic performance
        
        Separation anxiety
        
        Self-injury
        
        Eating disorders
        
        Suicidal or homicidal ideas or actions
        
        Youth who witness bullying, known as bystanders, can also be affected. Bystanders may feel guilty about their own inaction, may feel unsafe at school, and can also be at increased risk for depression, anxiety, drug abuse, and absenteeism from school.
        
        Bullying and Trauma
        
        Children or teens who have been exposed to trauma and violence may be more likely to:
        
        Bully others
        
        Be more distressed by bullying or appear desensitized to bullying
        
        Be the targets of bullying themselves
        
        The relationship between trauma and bullying is complex. Being bullied can lead to traumatic stress reactions including Posttraumatic Stress Disorder. For example, a 2012 study (Idsoe, Dyregov, & Idsoe, 2012) found that for all students who experienced bullying, 27.6% of boys and 40.5% of girls had PTSD scores within the clinical range. Symptoms were even worse for those students who both bullied others and had been the targets of bullying themselves.
        
        Children who have experienced trauma are more likely to be bullied and to engage in bullying behavior. In some cases, children who experience trauma may develop social or interpersonal difficulties, making them more likely to become targets of bullying. Studies of Adverse Childhood Experiences, or ACEs, have found that children who report more ACEs are also more likely to exhibit bullying behavior (Sacks, et al., 2014).
        
        Bullying and Labels
        
        Although it is important to identify when a student is being bullied, the power of language can have unintended consequences. Instead of referring to “bullies” and “victims,” more appropriate language includes “the child who bullied another student” (rather than "the bully") or “the student who was bullied” (rather than “the victim”).
        
        Simply labeling a student as a “bully” or “victim” can perpetuate:
        
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        Response strategies
        
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- - - - There are three main types of traumatic stress reactions:
      - Re-experiencing. Re-experiencing means that the child keeps thinking a lot about the trauma, even when he does not want to. Some re-experiencing is normal and natural. Thinking a lot about what happened, especially at first, is part of how we help ourselves recover from a scary experience.Too much re-experiencing can be very distressing. A child might have nightmares or “flashbacks” that make her feel like she is going through the trauma all over again. She may feel really upset or even have physical symptoms when something – a sight, a sound, a smell – reminds her of what happened.
      - Avoidance. Avoidance symptoms can start by trying not to think or talk about the trauma, or anything connected with it. Sometimes kids want to stay away from people, places or activities because these reminders upset them. And children sometimes develop new fears or worries. Of course, it can be good common sense to be more cautious after an injury. Children may become more aware of safety - remembering to wear a seat belt, not running into the street after a ball, or staying away from dogs they do not know. But extreme avoidance or fears can become a real problem. Avoidance can interfere with daily life and stop a child from getting back to enjoying things that she usually likes to do
      - Hyper-arousal. Hyper-arousal also starts with a natural and normal response to danger, the “fight or flight response.” After an injury or accident, this “fight or flight” response might not turn off, even when the child is safe. After a scary situation like being injured, a child might have the feeling that something bad could happen again at any time, or he might jump at any loud noise. The physical feelings that go along with hyper-arousal (e.g., heart racing) can feel scary themselves.
      - Impair day-to-day functioning
      - Affect adherence to medical treatment
      - Impede optimal recovery
    - - Helpful resources:
        
        :Videos
        
        https://www.youtube.com/watch?v=cecPAcEYId0
        
        https://www.youtube.com/watch?v=mkRqjxe3EXU
        
        https://www.youtube.com/watch?v=4eRmPXIe5VE
        
        https://www.youtube.com/watch?v=OuLT9v75FNE
      - Communicate with counselors or social workers. Besides providing specific information about your students, these are great resources for more information about recognizing and understanding the impacts of trauma.
        
        Provide structure and consistency. Write the agenda on the board. Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.
        
        Ease transitions. Give time warnings ahead of activity transitions (“3 minutes until we switch groups...”). Warn ahead of doing something unexpected, such as turning off the lights or making a loud sound. If possible, prepare students for fire drills.
        
        Provide choice. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc).
        
        Develop strengths and interests. Focus on an area of competence and encourage its development to contribute to positive self-concept.
        
        Be there. A lot of working with students with trauma history is just showing up, every day, and accepting the student no matter what behaviors emerge. Be an adult in that student’s life who is going to accept him and believe in him, no matter what - children can never have too many supportive adults in their lives.
        
        Make an “out” plan. Create a way for a student to take space if she feels triggered or overwhelmed during class. Designate a space in the school building or outside where you will know where to find her if she needs to take time for a sensory break or to regulate her emotions. You can also provide a box or kit of sensory calming tools a student can use (Silly Putty, coloring, puzzles).
        
        Take care of yourself. One of the most important things to remember. If you work with even just one student who experienced trauma, you can experience vicarious trauma or compassion fatigue. Use your own support system and make time to do things that fill your tank.
- - - - Physical
        
        Increased somatic complaints (headache, stomachache)
        
        Withdraw from others
        
        Over or under reacting to stimuli
      - Cognitive
        
        Difficulties with executive functioning
        
        Worry and fear about self or others
        
        Dissociation (disconnection from surroundings)
      - Social and Emotional
        
        Rapid Changes in emotions
        
        Difficulties with emotions and impulse control
        
        Emotional numbness, isolation, and detachment
      - Language and Communication
        
        Difficulties with receptive and expressive language
        
        Difficulties with Non-verbal communication
        
        Difficulties with memory
        
        Language developmental delays
      - Learning
        
        Absenteeism and changes in academic perfomance
        
        Difficulties with authority, redirection, or criticism
        
        Difficulties with listening and concentrating during instruction
    - - Reactive Attachment Disorder (RAD) is a rare but serious condition where a child does not establish healthy attachments with parents and/or caregivers.
        RAD develops when a child's basic needs for comfort, affection, and nurturing are not met.
        
        With appropriate skill usage children with RAD can develop healthy and trusting relationships
        
        Risk Factors:
        
        Frequent changes in homes or foster care
        
        Prolonged separation for parents or caregiver
        
        Having parents that have mental health problems, criminal backgrounds, or substance abuse that impairs parenting
        
        https://www.youtube.com/watch?v=5kOMCayoSyc
        
        https://www.youtube.com/watch?v=xma9DrRMpZ4
        
        References
        
        Attachment Disorder Therapy. (n.d.). Attachment Disorder Therapy - Center for Family Development. Retrieved April 19, 2022, from https://www.center4familydevelop.com/helpteachrad.htm
        Ellenwood, A. (2022, February 10). Reactive attachment disorder in the classroom: 5 ways you can connect with your child's teacher. RAD Advocates. Retrieved April 19, 2022, from https://www.radadvocates.org/post/reactive-attachment-disorder-in-the-classroom-why-parents-are-frustrated-and-what-they-can-do-about
        Reactive Attachment Disorder Fact Sheet. (n.d.). aecsd.education. Retrieved April 19, 2022, from https://www.aecsd.education/tfiles/folder1488/Fact%20Sheet_RAD14.pdf
        Reactive attachment disorder - Symptoms and causes. (2017, July 13). Mayo Clinic. Retrieved April 19, 2022, from https://www.mayoclinic.org/diseases-conditions/reactive-attachment-disorder/symptoms-causes/syc-20352939
        Trauma-Informed Strategies to Use in Your Classroom. (n.d.). Resilient Educator. Retrieved April 19, 2022, from https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
    - - Provide a stable and predictable routine
      - Set clear limits and expectations
      - Make sure good behavior is rewarded EVERY time
      - Pick your battles wisely and provide CHOICE
      - Follow though with consequences EVERY time
- - - - Forms of physical abuse
        
        Punching
        
        Kicking
        
        Shaking
        
        Suffocating
        
        Pinching
        
        Biting
        
        Scratching
        
        Scalding or burning someone
        
        Effects of child physical abuse
        Physical effects can include:
        
        Minor injuries
        
        Brain damage
        
        Death
        
        Psychological effects can include:
        
        Chronic low self-esteem
        
        Severe dissociative conditions.
        
        Cognitive effects of abuse may include:
        
        Attention problems.
        
        Learning disorders.
        
        Organic brain syndromes.
        
        Behavioral effects may include:
        
        Weak peer relations
        
        Extraordinary violent behaviors.
        
        https://youtu.be/vKvtkhM1Vrk
      - Forms of child sexual abuse
        Physical behaviors:
        
        Touching a child’s genitals for sexual pleasure or other unnecessary reason.
        
        Forcing a child to touch someone else’s genitals.
        
        Putting objects or body parts inside the vulva or vagina, in the mouth or in the anus of a child for sexual pleasure or other unnecessary reason.
        
        Non-physical behaviors:
        
        Exposing a child to pornography.
        
        Encouraging a child to perform sexual acts.
        
        Exposing a person’s genitals to a child.
        
        Performing sexual acts in a child’s presence.
        
        Photographing a child in sexual poses.
        
        Watching a child undress or use the bathroom, often without the child’s knowledge.
        
        Using computers, cell phones or social media outlets to make sexual overtures or expose a child .
        
        Effects of child sexual abuse
        
        Depression, eating disorders, post-traumatic stress and an impaired ability to cope with stress or emotions (Allnock et al, 2009).
        
        Effect on brain functioning, where a child's brain becomes damaged by the abuse they have suffered (Mizenberg, Poole and Vinogradov, 2008).
        
        Dissociation, memory impairment and reduced social functioning (Whitehead, 2011).
        
        Aggression towards self as in self-blame, self-harm and suicide are common consequences of sexual abuse.
        
        Being sexually abused as a child, especially when that abuse is not discovered, can lead to confused ideas about relationships and sexual behaviour.
        
        Sexual abuse can also have physical consequences for children, from sexually transmitted diseases to pregnancy. These physical effects add to the significant emotional and psychological damage inflicted by the abuse (Whitehead, 2010).
        
        The feelings of shame and guilt that come from the abuse can reduce the likelihood of that child telling anyone about the abuse (Allnock, 2009).
        
        https://youtu.be/OP-t0p7wNzY
      - Forms of child Neglect
        
        Physical Neglect
        
        Medical neglect
        
        Educational Neglect
        
        Emotional Neglect
      - Forms of emotional abuse include
        
        Regular mocking, shaming, and embarrassing.
        
        Calling names and making negative comparisons to others.
        
        Telling a child they’re “no good,” “worthless,” “bad,” or “a mistake”.
        
        Regular yelling, frightening, or maltreatment.
        
        Ignoring a child as a reprimand, giving them the silent treatment.
        
        Limiting physical contact with a child—no hugs, kisses, or other signs of affection.
        
        Exposing a child to violence against others, whether it is against the other parent, a sibling, or even a pet.
        
        Effects of child emotional abuse
        
        The child may develop risk taking behaviors such as robbery, aggressive behavior and usually running away from home.
        
        Emotional abuse can also increase the risk of developing mental health problems, eating disorders or self-harming.
        
        Emotional abuse can limit a child's emotional development, including their ability to attend, feel and communicate emotions properly, and to manage their emotions.
        
        https://youtu.be/cLfZXbShgzk